training for supervisors at byu–idaho

B R I G H A M Y O U N G U N I V E R S I T Y – I D A H O

EFFECTIVE SUPERVISION Training for Supervisors at BYU–Idaho

EFFECTIVE SUPERVISION

Training for Supervisors at

Brigham Young University–Idaho

© 2015, 2010, 2007, 2004, 2002, 2001

Brigham Young University–Idaho

BYU–Idaho Human Resources226 Kimball Building

Rexburg, ID 83460-1670(208) 496-1700

www.byui.edu/human-resources

Email comments or suggestions to: [email protected]

http://www.byui.edu/human-resources)

mailto:[email protected]

TABLE OF CONTENTS

INTRODUCTION

Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2

HIRING

Basic Procedure for Filling an Administrative or Staff Position . . . . . . . . . . . . . . . . . . . . . . . . . . 3Interviewing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4Sample “Offer Letter” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

POLICIES AND PROCEDURES

Introduction to Policies and Procedures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7Overview of Campus Policies and Procedures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

SAFETY

Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8General Procedures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

COMPENSATION

Compensation Philosophy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9Guiding Principles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9Job Descriptions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

SUPERVISORY SKILLS

Duties of a Supervisor . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11Traits of an Excellent Supervisor . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13Interpersonal Relations Skills . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14Stepping Up to Supervisor . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17Time Management . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18Problem Solving . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20Delegation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21Giving Corrective Feedback . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24Change: Mastering Personal Change . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27Change: Your Responsibilities as a Supervisor . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30Employee Health and Wellness . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32

References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34Recommended Reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35

INTRODUCTION

INTRODUCTION

As a supervisor you will have some additional duties that the non-supervisory workers will not have. You will be required to analyzeand control work processes. You will be responsible forunderstanding and implementing the policies and procedures ofBYU-Idaho. And you will be responsible for training, motivating,delegating, and disciplining the people that you supervise.

This program has been created to assist those who supervise otheremployees. It will address some of the fundamental principles ofsupervision. These principles will benefit you as you understand andapply them. Internalizing these principles takes time, practice, andpatience. To help facilitate change, it is beneficial to keep remindersof key processes nearby. As you periodically review these remindersand practice them, in time you will adopt them, and these thoughtsand behaviors will become second nature to you.

As you master the fundamental principles of supervision you willgrow personally and your job as a supervisor will likely becomemore comfortable and much more gratifying. We encourage you toutilize the resources that are available to you in this workbook, aswell as in other places (i.e. books, magazines, websites, co-workers,etc.), and enjoy your job as a supervisor.

HIRING

BASIC PROCEDURE FOR FILLING AN ADMINISTRATIVE OR STAFF POSITION

� Notify Human Resources of the vacancy (or new approved position).� Complete an EMPLOYMENT PROPOSAL FORM (including necessary signatures) and send it to

Human Resources. (The form is available on the Human Resources website.) � Human Resources approves the form (after verifying FTE and job description) and sends it to

the appropriate Vice President for review by President’s Council.� The approved form is returned to Human Resources. The Employment Coordinator will

coordinate the posting process with the hiring manager.� During the posting period the Employment Coordinator screens applicants based on the

position requirements and input from the hiring manager.� After the posting closes the Employment Coordinator meets with the hiring manager to

review appropriate interviewing and hiring practices and to provide a briefing on applicants. � Once final candidates are selected:

• For administrative positions, the Employment Coordinator performs an ecclesiasticalclearance before candidates are contacted for interviews.

• For staff positions, candidates can be contacted for interviews (ecclesiasticalclearance is performed later, due to the fact that there are no travel expenses paid byBYU–Idaho for interviews for staff positions).

� In performing final interviews, interviews are conducted by the hiring manager, theEmployment Coordinator, and other individuals invited to participate in the hiring process.

� After interviews are complete, employees participating in the interviewing process provideinput to the hiring manager to assist him/her with the candidate selection.

� After a candidate is selected:• For administrative hires, Human Resources approves an offer and the hiring manager

makes a verbal offer.• For staff hires, the hiring manager provides the name to the Employment Coordinator

who performs an ecclesiastical clearance. After receiving a clearance, HumanResources approves an offer and the hiring manager makes a verbal offer.

� After receiving a verbal acceptance, the hiring manager sends an official offer letter todocument the conditions of employment. A copy of this letter is sent to Human Resources.Offer letters must cover specific information. A sample letter is available from the HumanResources.

� The hiring manager contacts the other final candidates to let them know the position has beenfilled.

� On or before the first day of work, the new employee reports to the Human Resources officeto complete employment paperwork and to schedule the new employee orientation.

INTERVIEWING

A. The Interview Process

Analyze the Job $

DetermineQuestions to

Ask$

Conduct theInterview $

Evaluate theApplicant

• Know the purpose of the job• Know the duties and requirements of the job

• Write down the questions• Do the questions measure “can do”?

• Ask all applicants the same questions• Record in writing the applicants’ responses

• Use an appropriate system for evaluation• Evaluate directly after the interview

B. Employment Law

Various federal laws that regulate employment practices include (but are not limited to):

• Fair Labor Standards Act.• Equal Pay Act.• Civil Rights Act (Title VII).• Equal Employment Opportunity Act.• Education Amendments (Title IX).• Vocational Rehabilitation Act.• Vietnam Era Veterans Readjustment Act.• Age Discrimination in Employment Act.• Americans with Disabilities Act (Title I).• Lilly Ledbetter Fair Pay Act.

It is illegal to discriminate in employment based on:

• Age, gender, race, or national origin. • Marital status.• Pregnancy, childbirth, or number of children.• Disabilities (where the person can perform the essential functions of the job).• Veteran status.• Arrests or convictions where such does not relate to the job.• Religion (exception for private religious organizations).

C. Examples of Illegal Interview Questions

• Are you married?• Are you pregnant?• Do you plan on having children?• How old are you?• Are you from around here?• Where do your parents live?• Do you have any disabilities?• Do you have any health problems or take any medication?• Is your husband employed? Where?

D. Sample Questions to Ask

• Tell me a little about yourself.• Why do you want this job?• What jobs have you enjoyed the most? The least? Why?• What are your major strengths? Weaknesses?• What do your supervisors tend to criticize most about your performance?• How would you describe yourself?• What major problem have you encountered at work? How did you deal with it?• What are your long-term goals?• Are you able to perform the essential functions of this job?

(References: BYU–Idaho Internships and Career Services, Interviewing; and Ron Fry,101 Great Answers to the Toughest Interview Questions)

E. Types of Interviewing

• Open-Ended Questions(Examples: Why do you want this job? What are your major strengths?)

• Behavior-Based Questions(Examples: Give me an example of a time when... How did you... What did you...)

• Situation-Based Questions(Example: What would you do in this situation...)

• Competency-Based Questions(Examples: Typing test, computer skills test, electronic circuitry test.)

(Reference: BYU–Idaho Internships and Career Services, Interview Styles)

SAMPLE “OFFER LETTER”

<BYU–Idaho letterhead>

<Date>

<Full Name><Street Address><City, State ZIP>

Dear <first name>:

This letter confirms our verbal offer of employment and your acceptance to work in the<department name> as a(n) <official position title> to begin on <start date>. The compensationfor this <full-time or part-time> position will be <annual salary or hourly wage>. In keepingwith the practice of the Board of Trustees of the Church Educational System, we ask that you notdisclose your salary to anyone other than a spouse (or for private financial transactions).

On your start date, please plan to arrive at <building and office> at <time>. Your first day willinclude a visit to Human Resources (HR) at 226 Kimball (208-496-1700) to complete necessarypaperwork and receive an employee orientation and benefit overview. Spouses are welcome toattend (please coordinate the time directly with HR). Bring original forms of personalidentification, such as a driver’s license and social security card, with you. If you do not havethese forms of identification available, contact the Human Resources office before your arrival todetermine suitable alternatives.

We look forward to welcoming you into the BYU-Idaho family. Please contact me if I can be ofassistance as you prepare to begin your service with the University.

Sincerely,

<Supervisor’s Name><Supervisor’s Title>

POLICIES AND PROCEDURES

INTRODUCTION TO POLICIES AND PROCEDURES

A. Why do organizations have policies and procedures?

B. Policies and procedures are established to help direct behavior within an organization. Theyare also a means of protection to the organization and those employed within theorganization. When they are established and used properly, they become tools that make thejob of the supervisor and the employee easier.

C. How are policies and procedures developed?

D. “A policy is a guide to decision making – a sort of boundary. It’s a way to provideconsistency among decision makers.... Supervisory managers fit into the policy picture in twokey ways. First, they play an important part in implementing organizational policies that havebeen established by higher management. Second, they create policies within theirdepartments as guidelines for their own work groups....

“Policies established by upper-level managers should be put into writing, since they must beenforced at operating levels by supervisors. Supervisory policies... however, may becommunicated orally.” (Reference: Donald Mosley, et al, Supervisory Management, 1993)

E. What is your role regarding BYU–Idaho policies and procedures?

OVERVIEW OF CAMPUS POLICIES AND PROCEDURES

For a current list of campus policies, please see the Human Resources website.

SAFETY

RESOURCES

The University Security and Safety office at BYU–Idaho is located in the Kimball building. Aspart of their duties, the office oversees the training and enforcement of safety policies andprocedures on campus. They have a very beneficial web site that can be found on the BYU–Idahohomepage. Included on their web site are the forms needed to file an injury report. For moreinformation please contact them directly.

A. What is a supervisor’s duty regarding safety?

GENERAL PROCEDURES

A. Work-Related Injury or Illness Required Reporting Procedure

Whenever any full or part-time faculty, staff, administrator, or student employee of theUniversity is injured while on the job or becomes ill due to the work environment thefollowing procedure shall be followed:

1. The employee’s supervisor should be notified immediately, regardless of the severity ofthe injury or illness.

2. Employees who work on or near the main campus who sustain serious or life threateninginjuries should be transported directly to the Madison Memorial Hospital EmergencyRoom. All other work-related injuries or illnesses should be treated at the BYU–IdahoHealth Center during its normal business hours. When the Health Center is closed,employees may report to a local physician’s office or to Madison Memorial Hospital.

3. Employees who work or travel outside of the Rexburg area and sustain a work-relatedinjury or illness should report directly to the nearest available hospital or emergencymedical facility if treatment is required.

4. In any event, the University Security and Safety office shall be notified as soon aspossible by phone or written report form so proper documentation can be promptlyprepared. A report form signed by the victim shall be completed for every work-relatedinjury or illness, regardless of severity.

COMPENSATION

[Please note: Salary information is to be kept confidential.]

COMPENSATION PHILOSOPHY

Under the direction of the President of the Church and the Board of Trustees, BYU-Idaho adoptsa conservative, yet fair, philosophy regarding the salaries of its employees. BYU-Idaho endeavorsto use sacred funds conservatively in efforts to reflect market data within relevant labor markets,while acknowledging institutional constraints.

GUIDING PRINCIPLES

A. Foster an environment where employees can:

• Use their talents• Expand their potential• Provide dedicated support to hastening the work of building the kingdom• Be resourceful, upbeat, and loyal so that they can give their best in what they are

contributing*• Work, learn, teach, and be taught by the spirit

B. Maintain a holistic view of the benefits (tangible/non-tangible) of working at BYU-Idaho.

C. Use sacred funds conservatively in efforts to work towards the mission of BYU-Idaho:

• Build Testimonies of the restored gospel of Jesus Christ and encourage living itsprinciples.

• Provide a quality education for students of diverse interests and abilities.• Prepare students for lifelong learning, for employment and for their roles as citizens and

parents.• Maintain a wholesome academic, cultural, social, and spiritual environment.

D. Be the source of income, but even more importantly, be a source of satisfaction for the employee and their families.*

* President Gordon B. Hinckley (from the DVD, “Working in the Lord’s Kingdom”)

JOB DESCRIPTIONS

(Reference: BYU–Idaho Policy 2-4)

A. Job Descriptions and Job Audits

1. Descriptions on File. Human Resources maintains a file of approved job descriptions.2. Responsibility to Prepare and Update Descriptions. Division and department heads have

the responsibility to see that job descriptions are written for newly created positions.When job duties change significantly, the job description should be changed as soon aspossible, but not later than six months after the change.

3. Use of Job Descriptions. Job descriptions are used to determine the value of each job inorder to assign a specific salary and to explain job expectations to the employee. It isessential, therefore, that each description accurately describe the essential functions andduties of the job.

4. Required before Hiring. New personnel can be recruited and hired only if current jobdescriptions are on file in Human Resources.

5. Job Audits. Division and department heads should periodically review the jobdescriptions for the positions reporting to them to see that they accurately describe theduties being performed. Updates on job descriptions should be sent to Human Resources.An audit of each position against its job description will be conducted under the directionof Human Resources as needed.

B. Job Titles

The Human Resources Office is responsible for approving employee job titles, including anyspecial descriptive titles, to see that titles are used consistently throughout the organization.

C. Job Evaluation

Job evaluation is the process used to determine the relative value of a specific job ascompared with other jobs on campus. The results of the evaluations are used in conjunctionwith salary surveys to establish the salary range for each position. Salary ranges relate to theresponsibilities, duties, and skills required to successfully perform the job and not to thequalifications of the person currently occupying the position.

Any change in major duties assigned to a position should be coordinated with HumanResources to assess any possible impact on the salary range.

D. Exempt and Non-Exempt

The determination to classify a position as exempt or non-exempt is governed by legalrequirements set forth in the Fair Labor Standards Act. Human Resources will make thesedecisions by comparing the job with the tests outlined in the Fair Labor Standards Act.

SUPERVISORY SKILLS

DUTIES OF A SUPERVISOR

When undertaking the role of a supervisor it is important to understand that a supervisor hasdifferent duties and roles than those of general laborers. To function effectively as a supervisor,it is important to understand what those differences are. When you understand the differencesand effectively fill your role as a supervisor you:

• Find personal satisfaction and growth.• Help those under your supervision to find fulfillment.• Provide a key service to the institution by harnessing the energy and talents of a

variety of people to accomplish the overall business of the institution.

A. What are the duties of a general laborer?

B. What are the duties of a supervisor?

C. Duties of a Supervisor (sample list)

Consider the various duties of a supervisor – some are task-oriented and some are people-oriented. While “getting things done” (i.e. task-orientation) is important, be sure to spendsufficient time supervising and developing your people (i.e. people-orientation). Remember, as asupervisor, one of your primary duties is to develop your people. Your employees are your mostimportant resource.

1. Task-Oriented Duties

• Calendaring• Planning and organizing• Budgeting and financial management• Reading and responding to memos, e-mail, etc.• Record keeping• Reporting• Paperwork • Task-oriented errands• Vocation-specific tasks

2. People-Oriented Duties

• Staffing (i.e. interviewing, hiring, and orienting new employees)• Teaching, training, and motivating• Delegating (i.e. assigning, training, and following-up)• Rewarding and recognizing employees• Resolving employee disputes (i.e. mediation)• Teambuilding• Teaching employees about the mission, vision, and expectations for BYU-Idaho• Goal-setting on an individual and departmental level• Following-up on employees’ goals and assignments• Giving employees feedback about their performance• Talking-through issues with employees• Problem-solving• Responding to complaints• Career development and skill development• Succession planning and training• Communicating with upper-level managers• Facilitating meetings• Discipline and discharge

TRAITS OF AN EXCELLENT SUPERVISOR

A. What are some traits you have liked and disliked about your previous supervisors?

Essentially, becoming an excellent supervisor involves three things:

• Identifying the traits of excellent supervisors, as well as those of poor supervisors.• Taking personal inventory of your own strengths and weaknesses. • Putting a plan into action to develop the traits of an excellent supervisor.

After having identified the traits of excellent supervisors, it is critical to perform some self-analysis. This entails taking an honest, yet compassionate, look at yourself and identifying theareas where you are strong and the areas where you need improvement. Becoming a greatsupervisor is not something that magically happens. It takes information, insight, self-awareness, and a great deal of effort.

After you have identified the areas where you need improvement – it is necessary to set goals for improvement. Identifying areas where you need improvement is one thing, makingchanges in those areas is another. Change takes courage, commitment, and practice.

B. What are some areas you need to improve upon? What are some specific things you can do toimprove in those areas?

Helpful activities for developing supervisory skills include:

• Attending relevant supervisory training seminars.• Reading books on supervision.• Taking classes or university courses on supervision.• Asking an experienced supervisor, who you respect, to mentor you.• Observing excellent supervisors and trying to follow their example.

In all, great supervisors are not “born” – they develop over time through education andexperience. When being promoted to a supervisory position, you are given additional powerand control; and it is your responsibility to learn to use that power and control to build peopleand to build the institution for which you work.

INTERPERSONAL RELATIONS SKILLS

A. Read the following items and objectively rate yourself on a scale of 1-5.

1 = Poor2 = Below Average3 = Average 4 = Above Average 5 = Excellent

Topic and (-) Examples Rate Yourself Topic and (+) Examples

Poor Listening Skills • frequently interrupts others • “takes over” conversations • prejudges others • “tunes out” others • is unaware of the thoughts and feelings of others

= 1 ... 2 ... 3 ... 4 ... 5 <

Excellent Listening Skills • gives others full attention • takes the necessary time to hear and understand others • watches for non-verbal cues • verifies understanding • is open-minded

Gives Feedback Ineffectively • is overly critical • is indirect or unclear • is insensitive • demeans or embarrasses the co-worker or subordinate

= 1 ... 2 ... 3 ... 4 ... 5 <

Gives Feedback Effectively • is direct and clear • is timely in approach • is sensitive to feelings • maintains the dignity of those involved

Inflexible • is too rigid or stubborn • is unwilling to yield • controls all aspects of a project or situation • insists on always being “right”

= 1 ... 2 ... 3 ... 4 ... 5 <

Flexible • is workable • is adaptive • is open-minded • allows appropriate latitude • accepts feedback gracefully • doesn’t mind being “wrong”

Passive • is overly dependant • is overly submissive • avoids all confrontation • is timid

Aggressive • is quarrelsome • is confrontative • is demanding • is pushy or overbearing

= 1 ... 2 ... 3 ... 4 ... 5 <

Assertive • states needs and feelings • defends own ideas, yet remains cooperative • stands up for self • is not afraid of saying “no” when appropriate • is kind and respectful of others’ needs and feelings • is true to self, while respecting others

Uncooperative • is overly independent • is “headstrong” • is stubborn • is argumentative

= 1 ... 2 ... 3 ... 4 ... 5 <

Cooperative • is a “team player” • works well with others • is supportive • collaborates with co-workers

Negative Attitude • is frequently negative or “grumpy” • tends to be pessimistic • focuses on the negative • is disagreeable

= 1 ... 2 ... 3 ... 4 ... 5 <

Positive Attitude • is amiable and friendly • tends to be optimistic • is cheerful • is encouraging • is pleasant to be around

Disloyal • participates in rumors • likes to gossip • “backbites” supervisor • violates confidences • violates trust

= 1 ... 2 ... 3 ... 4 ... 5 <

Loyal • keeps promises • disregards hearsay • supports supervisor • keeps confidences • is trustworthy

Inappropriate Use of Power andControl • is inconsiderate of the needs and feelings of others • is overly controlling or dominating • intimidates or bullies others • uses threats to control • micromanages others

= 1 ... 2 ... 3 ... 4 ... 5 <

(see Moroni 7:43-48,and D&C 121:34-46)

Appropriate Use of Power andControl • treats people with kindness and respect • considers the impact before using power or authority • uses persuasion • is approachable • is patience

Irresponsible • is unreliable • always has an excuse • tends to abandon projects before they are finished • is frequently unprepared • avoids difficult assignments • lacks commitment

= 1 ... 2 ... 3 ... 4 ... 5 <

Responsible • accepts responsibility • is reliable and can be depended upon • keeps his/her word • follows through on assignments • tends to be very productive

Disrespect for Others • is mean or hurtful • is rough, harsh, or abrasive • is tactless or rude • is insensitive to others • rarely, if ever, apologizes • is slow to forgive • is judgmental of others • is generally described as being “hard on people”

= 1 ... 2 ... 3 ... 4 ... 5 <

Respect for Others • is kind and compassionate • is courteous and thoughtful • is gracious and polite • is sensitive to others • apologizes where appropriate • is forgiving • is slow to judge others • is considerate of the needs and feelings of others

Resolves Conflict IneffectivelyAggressive Approach: • is argumentative • seems to enjoy “the conflict” more than “the resolution” • uses aggression to control the conflict

Passive Approach: • totally avoids all conflict • is too accommodating • tends to agree to anything • is too acquiescing and submissive

= 1 ... 2 ... 3 ... 4 ... 5 <

Resolves Conflict Effectively • has the ability to diffuse tense situations and still be assertive • addresses problems in an open, clear, and direct manner • maintains the dignity of those involved • has a “win-win” approach • considers the other person’s point of view • admits when he/she is wrong • compromises where appropriate

Ill-Mannered • is inattentive to social matters • is tactless • is unrefined • tends to offend people • is not perceptive to subtle cues • is insensitive to others

= 1 ... 2 ... 3 ... 4 ... 5 <

Well-Mannered • is responsive to social etiquette • is thoughtful • is considerate of others • recognizes non-verbal cues and reacts appropriately • handles delicate situations with sensitivity and skill

Negotiates Ineffectively • has difficulty reaching an agreement with another • is too passive or too aggressive • lacks the ability to compromise • lacks the skills to handle conflict with a “win-win” approach

= 1 ... 2 ... 3 ... 4 ... 5 <

Negotiates Effectively • can discuss items openly • bargains well • transacts business in a smooth and professional manner • has a “win-win” approach and is sensitive to the needs of the other party

Unsociable • is uneasy in social settings • lacks the ability to engage in “small talk” • is unresponsive • is uptight and difficult to talk with • is unapproachable

= 1 ... 2 ... 3 ... 4 ... 5 <

Sociable • is able to talk easily with others • is agreeable • is approachable • is gracious • is friendly • can put people at ease

B. Highlight specific items on the previous survey to address personally. Take note of where youscored lower on the scale.

STEPPING UP TO SUPERVISOR

Some people are promoted from the ranks of “general laborers” (non-supervisory positions) to besupervisors. Because of their expertise, leadership skills, and ability to work well with others,oftentimes excellent “front-line” employees are chosen to lead their peers. While these are oftenwelcome arrangements, being chosen to supervise a group, in the midst of former peers, can bevery challenging.

For example, as a supervisor you are responsible for giving assignments, setting work tempo,giving feedback, and disciplining. These things are difficult to accomplish with subordinates whorecently were your peers. But you, as the new supervisor, have an additional responsibility now –that of a supervisor. You now have the added responsibility and obligation of making decisionsthat guide and affect others.

As a supervisor, you are responsible for taking charge and setting the direction for your workunit. You will have the challenge of maintaining a fair and equal relationship with yoursubordinates. You will need to avoid “playing favorites” or chumming with only select people.You will also be required to give allegiance to your boss, as well as to the goals of the institution.Being negative about the institution or individuals in supervisory positions above you will notonly engender negativity, but will greatly impair your ability to lead the people whom yousupervise.

Overall, realizing that you are no longer just “one of the guys” is very beneficial. This does notsuggest that you are unfriendly or unsociable, only that you now have the additional duties of asupervisor. In addition, it is helpful to realize that while being a supervisor does have itschallenges, it can also be very fulfilling and enjoyable – especially if you learn the skills ofeffective supervision.

A. How do you communicate your new role to your subordinates, including your expectationsand boundaries?

TIME MANAGEMENT

How well do you use your time? Have you ever actually stopped to think about it? Many of us gothrough our days and weeks keeping very “busy” (sometimes too busy), yet never confront andaccomplish the things that matter the most to us. We live in a time when information andopportunities exist in abundance. But simply “keeping busy” does not mean that we are doingwhat is important or that we have meaning in our lives.

It is important to consider that we cannot accomplish everything. It is a simple fact of life, one towhich we would quickly admit, yet not necessarily exhibit in our thoughts and behavior. Ingeneral, we usually try to accomplish the impossible – “having it all” and “doing it all.” We canwork ourselves to exhaustion and yet be very unhappy and discontent. In the words Gandhi:“There is more to life than increasing its speed.”

Consider the following time management concepts:

A. Goals, Plans, and “To-Do” Lists

What is the difference between goals, plans, and “to do” lists? Essentially:

Goal $ • an ending point, target, or final objective (can be long-term or short-term)

Plan $ • a method for proceeding toward a goal (for example: an outline)

“To-Do” List $ • a list of day-to-day items that need to be done to accomplish your overall plans and goals. (is usually very specific)

Keep in mind that this process is adaptable to each individual and that there is no need toover-complicate this process. Try to do what works best for you. At minimum, considerwriting things down and keeping yourself organized.

One method which is very inexpensive and simple is to carry a pocket calendar and a pocket-sized notebook. An expensive and fancy calendar or planner, although beneficial in someways, is not necessary for an individual to be organized and productive. For example, yoursystem may look something like this:

Sunday Monday Tuesday Wednesday Thursday Friday Saturday

1 2 3 4 5

6 7 8 9 10 11 12

13 14 15 16 17 18 19

20 21 22 23 24 25 26

27 28 29 30 31

3 X 5 CARD (FRONT) 3 X 5 CARD (BACK)

GOALS

9 9 9 9 9 9

PLANS

9 9 9 9 9 9

TO-DO LIST

9 9 9 9 9 9 9 9 9 9 9

PRIORITIZE ITEM S

1 = Must Do

2 = Should Do

3 = Nice to Do

PROBLEM SOLVING

A. Six Steps to Effective Problem Solving

1. Identify the General Problem or Issue

• Ask: “What is the problem?”

2. Decide Who to Involve

• Issues to consider when deciding who to involve include: need forconfidentiality, available resources, and time.

• Ask: “Who do I need to involve in this matter?”

3. Research the Situation

• Gather information. • Be objective. Focus on the facts, not hearsay.• Be aware that this process may take hours, or even days, weeks, or months.• Be thorough. Generally speaking, the more information you gather, the better

the decision that is made.• Answer the question: “What is the cause of this problem?”

4. Generate Ideas that May Solve the Problem

• Brainstorm ideas. • List and rate the ideas.• List the “pros” and “cons” of your top choices.• Ask: “What could I lose or gain by choosing this option?”• Ask “What if?” questions.• Delay the decision if necessary. Don’t make hasty decisions, especially when

the outcome has a great deal of impact on a person, a department, or on theorganization as a whole.

5. Make a Decision and Implement It

• Put the idea into motion.• Assign tasks and arrange a time to follow-up.

6. Follow-Up

• Evaluate the decision.• Make any necessary adjustments.

DELEGATION

A. CASE STUDY: The Do-It-Yourself Manager

Joanne was a capable and enthusiastic professional. She was promoted to manage a group offive professionals doing work very similar to her own past assignment.

She began her new position thinking, “I was promoted because of my excellent performancein past assignments. Therefore, I must have greater expertise than any of my subordinates andcan probably do most of the work better and faster than they can. I will train them when Ihave time, but right now I had better concentrate on getting the work out.”

Joanne did not pass on any major assignments to her employees; she did the work herself. Astime passed, her hours of work increased steadily and she was less and less available to herpeers – and to her own supervisor, with whom coordination was important. Her employeeswere given only the most routine work, received no training, and actually knew very littleabout major projects in progress. One actually resigned because of the lack of challenge andpersonal growth. Joanne was too busy to replace him.

Finally, after 60 days, Joanne’s supervisor called her in to discuss her performance. Whatwould you have said to Joanne if you had been her supervisor? (Reference: Robert B.Maddux, Delegating for Results, 1997)

Additional Questions to Consider:

• What are some of the advantages of promoting an excellent laborer to asupervisory position?

• What are some of the disadvantages of promoting an excellent laborer to asupervisory position?

• What role does “training” play in the delegation process?• Did Joanne’s supervisor know how to delegate? Explain.

B. Why is it important for a supervisor to delegate?

C. Why do supervisors fail to delegate?

D. Why Supervisors Fail to Delegate

• Since supervisors are held accountable for results, some of them hesitate to delegateout of fear that their employees will make mistakes.

• Some supervisors believe that when they delegate, they surrender some of theirpower, thus decreasing their authority.

• Some supervisors have a personality that makes them want to dominate thingscompletely. We see this trait in the way some parents raise their children.

• Some supervisors do not delegate because of a lack of trust in others.• Some supervisors do not delegate because they are insecure and are afraid that their

subordinates will do so well that they will be recognized and promoted ahead of them.• In some cases, some supervisors realize that employees do not have the ability or

maturity to handle tasks without close supervision.

(Reference: Donald C. Mosley, et al, Supervisory Management, 1993)

E. What Is Delegation?

“Delegating is the assignment of tasks and responsibilities to help employees make their bestcontribution to the overall productivity of your department. When you delegate you become ateacher.... Delegating takes time, patience, and follow-up to ensure it is done right.

“A supervisor must learn how to evenly distribute tasks, tap the special creativity of eachindividual, and, when appropriate, rotate responsibilities among different employees. Properdelegation keeps employees motivated, increases productivity, and frees the supervisor toperform [other] activities.” (Reference: Elwood N. Chapman, The New Supervisor, 1992)

F. Delegation Is Not

• Being bossy, controlling, or overly critical• Merely giving permission or handing out assignments• Giving employees “dirty work” that you do not want to do

G. Quote: “Remember, you are a manager, not an individual contributor. It is your job to utilizeyour human resources effectively to accomplish organizational goals.... The more youdevelop your people, and the more you delegate to them, the more they can help you identifykey results areas and meet objectives. Let go of tasks that rightfully belong to youremployees. That includes troubleshooting and problem solving in their areas ofresponsibility. Be sure they are properly trained and help them when they flounder, but by allmeans give them a chance to do the job for which they were hired.” (Reference: Robert B.Maddux, Delegating for Results, 1997)

H. Steps for Effective Delegation

1. Identify Work Items that Can Be Delegated

• Decide what to delegate and to whom to delegate it.• Be sensitive to the skills and abilities of your subordinates. • Be sensitive to the workloads of your subordinates.• Remember that not all items can or should be delegated, for example:

< Praise and recognition< Budgeting and financial planning< Discipline and discharge of employees< Understanding, communicating, and enforcing organizational policies and

procedures.

2. Give the Assignment to the Employee

3. Communicate Your Expectations

• Clearly communicate your overall expectations (i.e. dates, quality, etc.).• Give the subordinate a clear vision of the end goal.• Solicit questions. Be sure he/she clearly understands the assignment.• Set up a specific time for follow-up.

4. Provide Training Where Necessary

• Remember, oftentimes subordinates need feedback and guidance to becomeproficient at a particular task.

• One of the primary goals of delegation is to develop your subordinates.Remember to be patient and provide the necessary training for them tosucceed.

5. Follow-up

• Provide feedback.

< Provide positive feedback.< Give corrective feedback in an appropriate manner.

• Make adjustments as necessary.

GIVING CORRECTIVE FEEDBACK

As a supervisor you have the responsibility of guiding the efforts of the employees that yousupervise. This will entail giving them corrective feedback from time to time. While this may be,at times, a little uncomfortable, it need not be discouraging for you or the other person.

A. How would the Savior give corrective feedback?

B. Scriptural Reference (Doctrine and Covenants 121:39-43; italics added to verses 39, 41-43)

39. We have learned by sad experience that it is the nature and disposition of almost all men,as soon as they get a little authority, as they suppose, they will immediately begin toexercise unrighteous dominion.

40. Hence many are called, but few are chosen.

41. No power or influence can or ought to be maintained by virtue of the priesthood, only bypersuasion, by long-suffering, by gentleness and meekness, and by love unfeigned;

42. By kindness, and pure knowledge, which shall greatly enlarge the soul without hypocrisy,and without guile –

43. Reproving betimes with sharpness, when moved upon by the Holy Ghost; and thenshowing forth afterwards an increase of love toward him whom thou hast reproved, lesthe esteem thee to be his enemy;

C. Definitions to Consider (Reference: Webster’s New World Dictionary, © 1970)

• Reprove = admonish, correct, advise, point out error• Betimes = early; promptly or quickly• Sharpness = set forth with clarity (i.e. clear, unmistakable, plain, easy to understand)

(versus harsh = severe, strict, rough, coarse, unsparing)

D. Steps for Giving Corrective Feedback

1. Develop the Courage to Say Something

• Don’t assume that people will detect subtle cues that you or others give them.• Don’t assume that people can “read your mind.”• Think through what you are going to say; you’ll be less inclined to say

something to your detriment or the detriment of the other person.• If appropriate, consult with a trusted advisor on what to say.

2. Set Up a Time to Meet with the Person

• Meet with the person in private.• Consider the timing of your approach. • Be patient with the overall situation, even though you will likely want to

resolve things as quickly as possible.• Example of what to say: “I’ve got a concern that I would like to discuss with

you. Do you have a minute?”

3. Start Out the Discussion on a Positive Note

• Point out positives about the situation and about the person. • Positive reinforcement gives reassurance that your intent is honorable.• Example of what to say: “I really appreciate your work on this project....”

4. Define the Problem

• Be honest, but kind (remember, the goal is to build people). • Be careful not to get emotionally “carried away.”• When expressing your views, be careful, too, not to exaggerate. State the facts,

and do so as compassionately as possible.• Example of what to say: “I’ve got a concern with.... Here is what I have

seen....”

5. Explain How You Would Like the Situation Altered

• In preparation, ask yourself, “How do I want this person to behave?” and“What specifically do I want to see happen in this situation?”

• Example of what to say: “This is what I would like to see happen....”

6. Solicit a Response

• Let the person express himself or herself. (Remember, you may not possess allthe facts or be seeing the situation correctly.)

• Defend your position where appropriate.• Example of what to say: “What do you think?”

7. Negotiate

• Be flexible. • Be open-minded. (Realize that you may be part of the problem.)• Compromise where appropriate.• Reiterate your point and your ideas for a positive resolution to the problem.

8. End on a Positive Note

• Help the person maintain his or her dignity (i.e. to “save face”). (If you embarrass or humiliate the person, odds are much greater that he or she

will retaliate and that the situation will be more volatile and destructive.)• Remember to nourish the relationship, as that you will probably be associating

with this person in the future. • Example of what to say: “I apologize if this has created any undo stress. I

appreciate the opportunity of working with you. Thank you for taking the timewith me.”

9. Follow-up

• Continue to address the situation where appropriate. • Be committed to working through the problem, even if it takes an extended

amount to time to resolve.• Realize that your relationship with the person may be a little awkward and

uncomfortable for a time, but be patient. Invest in the relationship andremember that strong and rewarding relationships take time and effort.

• Repeat steps 1-8 if necessary.

10. Keep the Situation Confidential

• Don’t gossip or “talk behind the other person’s back.” (The real test of charityis compassion “in absentia” – i.e. when the other person is absent from theconversation.)

• Discuss the matter only with trusted advisors.

CHANGE: MASTERING PERSONAL CHANGE

A. Definition of Change(Reference: Webster’s New World Dictionary, 1970)

• Derived from the Indo-European base kamb which means “to bend”• To become different • To modify, transform, or convert

B. In general, how do people react to change? Examples?

C. Why do we sometimes resist change?

D. What are the advantages and disadvantages of change?

E. Quotes to Consider

• Any change, even a change for the better, is always accompanied by drawbacks anddiscomforts. (Arnold Bennett)

• There is nothing wrong with change, if it is in the right direction. (Winston Churchill)• There is nothing permanent except change. (Heraclitus) • We are restless because of incessant change, but we would be frightened if change were

stopped. (Lyman Lloyd Bryson)• Men are anxious to improve their circumstances, but are unwilling to improve

themselves; they therefore remain bound. (James Allen)• Things do not change, we do. (Henry David Thoreau)

F. Steps for Addressing Personal Change

1. Calm Yourself Emotionally

• Change can upset us emotionally in varying degrees.• Don’t “bottle up” your emotions. Find an appropriate way to express your

feelings. For example: take a walk, exercise, or express your feelings to afriend.

• Be careful not to become bitter. Acknowledge your feelings, then act in apositive manner toward resolution or adaptation.

2. Identify Your Concerns and Challenges

• Write your concerns and challenges on a sheet of paper.• Be careful not to exaggerate the situation. Keep things in perspective.

3. Develop a Plan for Addressing Your Concerns and Challenges

• List specific things that need to be accomplished to resolve the problem oradapt to the situation.

• Be sensitive to your limitations.

< Recognize that some things take time to achieve.< Do not demand more from yourself than you have the ability to

accomplish.

4. Act – Set Things into Motion

• Begin working your plan.(Setting things into motion may take confronting some of your fears.)

• Be patient and continue to work at it.

5. Surround Yourself with Positive and Supportive People

• Where necessary, rely on your friends for emotional support.• Associate with people who try to resolve problems in a positive and

constructive manner. • Be careful not to “fall in” with people who are negative and pessimistic.

(Negative and pessimistic people are often more concerned with complaining[a subtle form of rebellion to an idea] than solving the problem.)

G. Points to Consider

• At the onset of change, you will most likely experience a feeling of less control inyour life, which is normal. These feelings will subside as you adapt to the newsituation.

• Do that which is reasonable and appropriate to control your surroundings (see Genesis1:28 – “subdue the earth”), but recognize that you cannot control all things, e.g.people.

• Try to adapt quickly to the new situation and do your best in the circumstances inwhich you find yourself.

• Where appropriate, protect yourself and look after your own needs.

• Be patient. It may take six months or even a year or more to adjust to the change,especially when the change is significant.

CHANGE: YOUR RESPONSIBILITIES AS A SUPERVISOR

As a supervisor, you have the responsibility to guide those you supervise through organizationaland departmental change. Part of your responsibility is to make the process of change as smoothas possible. How the change is approached will make a considerable difference in how well it isreceived. And while there will always exist some who fight change, your approach will make asignificant difference, overall, in whether you succeed or fail.

A. Steps for Addressing Change with Subordinates

1. Prepare Thoroughly Before Introducing the Change

• Don’t “wing it.” Do your homework before announcing or initiating thechange. Thoroughly research the proposed change – including possibleobstacles and outcomes.

• Prepare subordinates for your message, i.e. “prepare the soil.”• Part of your strategy should include obtaining people’s cooperation.

2. Communicate the Proposed Change

• Communicate clearly what the change will be. • Communicate that which is fixed and that which is flexible.• Express to them how they will be affected by the change.• Convey the upcoming challenges and benefits.• Ask for their cooperation.

3. Request People’s Thoughts and Reactions

• Listen and empathize. Allow your subordinates to express themselves – to beheard. (Note: Empathizing does not translate into abandoning your plans forthe department or organization, or endorsing others’ negativity).

• Be supportive and reassuring. Change creates a lot of anxiety withinindividuals who are affected by the change.

• Reiterate your position if necessary.• Don’t be enticed into an argument over the proposed change.• Be open to input. People may have some sound ideas that may help to shape

the change.• Request people’s ideas to help facilitate a smooth change (Asking for people’s

ideas also encourages them to buy-in to the change, as well as provide youwith ideas on how to successfully navigate the change.).

• Don’t make promises that you cannot keep.

4. Summarize and Close the Meeting

• Summarize the proposed change and request their assistance in making ithappen smoothly.

5. Initiate the Change

• Set the change into motion, i.e. give assignments, allocate funds, etc.• Anticipate rough spots that will need to be worked through.

6. Make Adjustments to Your Plans as Needed

• Don’t assume that your work is finished with the announcement of the change.Be ready to work to make the proposed change successful.

7. Continue to Update People Throughout the Transition

• Continue to update and support people through the transition process.• Consider giving people subsequent opportunities to voice their concerns.• Continue to reassure people and facilitate a smooth change.

B. Points to Consider

• Anticipate resistance. It is a natural part of the process of change.

• Be sensitive to all of the people who are affected by the change (i.e. family,associates, colleagues, community members, etc.) and how it will affect them.

• Don’t rush things or try to force the change process. Remember that it takes time forsome processes to be implemented and for some individuals to adjust.

• Be honest. People will learn the truth eventually; and if you are dishonest, you willlose their trust.

• Provide retraining to help people learn their new roles and responsibilities.

C. Quote: “Change is like a rock thrown into a pond. It ripples through your life causingdisruption, excitement, distress, and sometimes crisis.” (Cynthia Scott)

EMPLOYEE HEALTH AND WELLNESS

Employee health and wellness is a key aspect of individual job satisfaction and productivity.Many times organizations pay a considerable price for employee illness through employeeturnover, job burnout, inefficiency, worker’s compensation, etc. And although employee healthand wellness is primarily the responsibility of the employee, organizations can have a significantinfluence on an employee’s health and wellness. As a supervisor, be mindful of the needs of youremployees and provide opportunities for them to develop and/or maintain good health.

Employee health and wellness includes such things as:

1. Physical Health

• Cardiovascular fitness (i.e. aerobic endurance).• Physical strength and endurance (i.e. muscular strength).• Flexibility (i.e. range of motion).• Body composition (i.e. body fat; fat-to-lean ratio).• Adequate and restful sleep.• Proper nutrition.• Appropriate use of prescriptions drugs, over-the-counter drugs, vitamins,

herbs, etc.• Proper medical care.

2. Mental/Intellectual Development

• Study and learning.• Development of knowledge and skill in a variety of areas, e.g. business,

communication, family science, health, history, psychology, leadership, etc.

3. Emotional Health

• Hobbies and interests.• Recreational activities.• Stress management.• Self-confidence and self-acceptance.• Sense of control over one’s life.• Assertiveness.• Interpersonal relationship skills.• Management of long-term illnesses, disabilities, etc.• Dealing with grief and loss.

4. Spirituality

• Relationship with God.• Relationship with others.• Forgiveness of self and others.• Prayer and study.• Worship (i.e. church and temple).• Personal righteousness.• Sense of peace.

5. Sociality

• Interpersonal relationship skills.• Social skills.

< Communication (e.g. verbal, non-verbal, and written).< “Small talk.”< Sense of humor.< Leadership skills.< Negotiation skills.< Assertiveness.< Flexibility.< Small and large group interaction.

6. Family Relations

• Husband/wife relationship (interpersonal relationship skills).• Parenting skills.• Relationships with extended family members.

7. Financial Management

• Excelling at current job. • Continuing education. • Budgeting.• Living within your means.• Debt reduction and elimination.• Financial planning (e.g. insurance, retirement savings, and property

management).

REFERENCES

Albrecht, Karl (1988). At America’s Service. NY: Warner Books.

Ballard, M. Russell (1997). Counseling with Our Councils. Salt Lake City, UT: Deseret Book.

Bracey, Hyler, et al, (1990). Managing from the Heart. NY: Dell Publishing.

Bridges, William (1991). Managing Transitions. NY: Addison-Wesley.

CareerTrack. Boulder, CO.

Chapman, Elwood (1992). The New Supervisor. Menlo Park, CA: Crisp Publications.

Clewis, John, et al (1985). Performance Appraisal: An Investment in Human Capital. Washington, D.C.: College and University Personnel Association.

Fry, Ron (1991). 101 Great Answers to the Toughest Interview Questions. Cincinnati: South-Western Educational Publishing.

Hallman, G. Victor, et al (1985). Personal Financial Planning. NY: McGraw-Hill.

Herzberg, Frederick (1993). The Motivation to Work. Transaction Publications.

Maddux, Robert (1997). Delegating for Results. Menlo Park, CA: Crisp Publications.

Maslow, Abraham (1970). Motivation and Personality. NY: Addison-Wesley.

McGregor, Douglas (1960). The Human Side of Enterprise. NY: McGraw-Hill.

Mosley, Donald, et al (1993). Supervisory Management: The Art of Empowering and DevelopingPeople. Cincinnati: Southwestern Publishing.

Parlay International. Emeryville, CA.

Scott, Cynthia, et al (1989). Managing Personal Change. Menlo Park, CA: Crisp Publications.

Zenger-Miller. San Jose, CA.

RECOMMENDED READING

(Alphabetical Order)

The 21 Irrefutable Laws of Leadership (John Maxwell)The 80/20 Principle (Richard Koch)At America's Service (Karl Albrecht)The Balanced Scorecard (Robert Kaplan and David Norton)Change Masters (Rosabeth Moss Kanter)Classic Drucker (Peter Drucker)Counseling with Our Councils (M. Russell Ballard)Crucial Confrontations (Kerry Patterson, et al)Crucial Conversations (Kerry Patterson, et al)Difficult Conversations (Douglas Stone, et al)Discovering the Soul of Service (Leonard Berry)The Essential Drucker (Peter Drucker)Execution: The Discipline of Getting Things Done (Larry Bossidy, et al)The Flight of the Buffalo (James Belasco)Getting Things Done (David Allen)Good to Great (Jim Collins)Guide to Workplace Law (American Bar Association)How to Say No without Feeling Guilty (Patti Breitman)How to Win Friends and Influence People (Dale Carnegie)Innovation: The Five Disciplines for Creating … (Curtis Carlson and William Wilmot)The Innovator’s Dilemma (Clayton Christensen)The Leader in You (Dale Carnegie)Maslow on Management (Abraham Maslow)Maximum Success: Changing the 12 Behavior Patters that Hold You Back (James Waldroop)Nuts! Southwest Airlines’ Crazy Recipe for … Success (Kevin Freiberg and Jackie Freiberg)The Power of Positive Confrontation (Barbara Pachter)The Seven Habits of Highly Effective People (Stephen Covey)The Spiritual Roots of Human Relations (Stephen Covey)Stepping Up to Supervisor (Marion Haynes)Supervisory Management (Donald Mosely, et al) [Textbook]Time Tactics of Very Successful People (Eugene Griessman)

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